1. LEADERSHIP
ANJU.P
ROLL NO: 3
SIF CUSAT

2. “Failing organizations are usually over managed
and under-led”
Warren.G.Bennis
An effective leader is capable of inspiring and motivating even the
most inefficient employees to strive towards attaining the goals of
the organization.
“Leadership is the art of motivating a
group of people to act towards
achieving a common goaL”

3. LEADERSHIP
THEORIES
.

4. There are mainly 3 theories
1. Personality Trait Theories [leaders
possess some personality traits that non leaders
do not possess at all, or possess only to small
extent.]
2. Behavior theories [behavior characteristics
of the leaders.]
3. Contingency Theories [leadership in different
situations]

5. TRAIT THEORY
.

6. .
Earlier researchers believed that there were
certain unique characteristics in people that made
them leaders . According to them , a person must
possess certain unique personality traits that are
essential for effective leadership.
One of the trait theories is the “Great Person “
theory which emphasized that leaders might not
be born with the desired leadership traits but can
be acquired by learning and experience.
Researchers also tried to study the relationship
between physical traits and leadership, but were
unsuccessful to establish a valid relationship.

7. BEHAVIOR
THEORIES
.

8. behavioral theorists concentrated on
the unique behavioral aspects found
in leaders that enabled them to
attain effective leadership
1.The Ohio State studies
2.Universities of Michigan studies
3.The Managerial Grid
4.Scandinavian studies

9. THE OHIO STATE
STUDIES
.

10. In 1945 researchers from. various fields conducted
studies on leadership at Ohio State university.
The research was based on a questionnaire called
‘Leader Behavior Description Questionnaire’.
They narrowed down to two independent dimensions
along which an individual’s leadership behavior could
be studied.
1. Initiating Structure – Individual’s ability to define
his own task as well as the subordinates tasks and
also accomplish them in time. People who score
high in this dimension put pressure on
subordinates to meet deadlines and maintain
certain level of performance.

11. .
2 .Consideration – This refers to the extent to
which a leader cares for his subordinate,
respects their ideas and feelings and
establishes work relations which are
characterized by mutual trust and respect.
The studies revealed that the people who scored
high on both the dimensions were able to
achieve higher performance as well as job
satisfaction.

12. UNIVERSITIES OF
MICHIGAN STUDIES
.

13. .
A research was conducted at the Survey Research Centre at
the University of Michigan. The research was conducted on
twelve pairs of sections ,each section consisted on one high
producing section and one low producing section.
During the study , researchers also interviewed 24
supervisors and 400 workers. And following was observed.
1. Employee-oriented dimension
2. Production-oriented dimension
Researchers concluded that leaders with an inclination
towards employee-oriented dimension resulted in higher
job satisfaction and greater productivity.

14. THE MANAGERIAL
GRID
.

15. .
The Managerial Grid graphic below is a very simple framework that
elegantly defines FIVE basic styles that characterize workplace
behaviour and the resulting relationships. The FIVE managerial Grid
styles are based on how two fundamental concerns (concern for
people and concern for results) are manifested at varying levels
whenever people interact.

16. .
The concept distinguishes 5 different leadership
styles, based on the concern for people and the
concern for production:
Impoverished style (Low Production / Low
People) (1:1)
Description: A delegate-and-disappear
management style. A basically lazy approach.
Characteristics: The manager shows a low
concern for both people and production. He (or
she) avoids to get into trouble. His main
concern is not to be held responsible for any
mistakes.
Results in: Disorganization, dissatisfaction and
disharmony due to lack of effective leadership.

17. .
Country Club style (Low Production / High
People)(1:9)
Description: One-sided, thoughtful attention to the
needs of employees.
Characteristics: The relationship-oriented manager
has a high concern for people, but a low concern for
production. He pays much attention to the security and
comfort of the employees. He hopes that this will
increase performance. He is almost incapable of
employing the more punitive, coercive and legitimate
powers. This inability results from fear that using such
powers could jeopardize relationships with the other
team members.
Results in: A usually friendly atmosphere, but not
necessarily very productive.

18. .
Produce or Perish style OR Authoritarian style (High
Production / Low People)(9:1)
Description: Authoritarian or compliance leader.
Characteristics: The task-oriented manager is
autocratic, has a high concern for production, and
a low concern for people. He finds employee
needs unimportant and simply a means to an end.
He provides his employees with money and
expects performance back. There is little or no
allowance for cooperation or collaboration. He
pressures his employees through rules and
punishments to achieve the company goals.
Heavily task-oriented people are very strong on
schedules. They are intolerant of what they see as
dissent (it may just be someone's creativity).

19. .
Results in: Whilst high output is achievable in the short
term, much will be lost through an inevitable high labour
turnover.
Middle-of-the-road style (Medium Production /
Medium People). (5:5)
Description: The manager tries to balance between
the competing goals of the company and the needs of
the workers.
Characteristics: The manager gives some concern to
both people and production, hoping to achieve
acceptable performance. He believes this is the most
anyone can do.
Results in: Compromises in which neither the
production nor the people needs are fully met.

20. .
Team Management style
(High Production / High People).(9:9)
Description: The ultimate. The manager pays high
concern to both people and production. Motivation is
high.
Characteristics: The manager encourages teamwork
and commitment among employees. This style
emphasizes making employees feel part of the
company-family, and involving them in understanding
organizational purpose and determining production
needs.
Results in: Team environment based on trust and
respect, which leads to high satisfaction and motivation
and, as a result, high production

21. ,

22. SCANDINAVIAN
STUDIES
.

23. The previous three behavior.theories did not take into
account the dynamics, or even chaotic environments that
influence the modern organizations.
Some Finnish and Swedish theorists began reviewing
earlier theories to find new dimensions that could
incorporate the dynamics of the environment.
The new dimension found was called as ‘development–
oriented behavior’.
According to this dimension leaders were ready to
experiment with new ideas and practices and embrace
change.
Leaders who were inclined towards this dimension were
found to be more efficient by the subordinates.

24. CONTINGENCY
THEORIES
.

25. “How leader changes his style according to
changing situations”
1. Fiedler’s Contingency Model
2. Hersey and Blanchard’s situational
theory
3. Leader-member exchange theory
4. Leadership-participation model
5. Path Goal Theory

26. FIEDLER’S
CONTINGENCY THEORY
.

27. ,
The Fiedler contingency model is a leadership theory of
industrial and organizational psychology developed by Fred
Fiedler
Fiedler (1967), differentiated situation from
contingency. He emphasised the fact that differing roles,
traits and behaviours of leaders did not just require an
specific understanding of interactions with subordinate, it
also required favourable conditions.
Fiedler's model assumes that group performance depends
on: Leadership style, described in terms of task motivation
and relationship motivation.

28. .
.

29. .
Situational favourableness, determined by three factors:
1. Leader-member relations - Degree to which a leader
is accepted and supported by the group members.
2. Task structure - Extent to which the task is
structured and defined, with clear goals and procedures.
3. Position power or the leader’s position - The ability
of a leader to control subordinates through reward and
punishment.
High levels of these three factors give the most
favourable situation, low levels, the least favourable.
Relationship-motivated leaders are most effective in
moderately favourable situations. Task-motivated leaders
are most effective at either end of the scale.
Fiedler suggests that it may be easier for leaders to
change their situation to achieve effectiveness, rather
than change their leadership style.

30. HERSEY AND
BLANCHARD’S
SITUATIONAL THEORY
.

31. .
The situational leadership model focuses on the fit
of leadership style and followers maturity .
In contrast to Fiedler’s contingency leadership
model and its underlying assumption that leadership
style is hard to change, the Hersey-Blanchard
situational leadership model suggests that successful
leaders do adjust their styles.
The situational leadership model views leaders as
varying their emphasis on task and relationship
behaviors to best deal with different levels of follower
maturity.
The two-by-two matrix shown in the figure
indicates that four leadership styles are possible.

32. .
 Telling Style — giving specific task directions and closely
supervising work; this is a high-task, low-relationship style.
 Selling Style —explaining task directions in a
supportive and persuasive way; this is a high-task, high-
relationship style.
 Participating Style —emphasizing shared ideas and
participative decisions on task directions; this is a low-task,
high-relationship style.
 Delegating Style —allowing the group to take
responsibility for task decisions; this is a low-task, low-
relationship style.

34. LEADER-MEMBER
EXCHANGE THEORY
.

35. According to this theory, .leaders often behave
differently with different subordinates. They establish
close relationships with a small group of subordinates
early in their interactions.
In – Group :Good relation with leaders and high
frequency of interactions.
Out-Group: Formal relation with leader and less
frequency of interaction compared to in-group.
The theory suggests that the leaders give
promotions to the in-group employees quickly and
also that employee turnover rate in such groups is
low.

36. LEADERSHIP-
PARTICIPATION MODEL
.

37. .
In 1973 Victor Vroom and Philip Yetton came
up with the leadership-participation model that
tried to establish relation between leadership
behavior and the decision making style.
As per them leaders are required to adapt their
behavior to suit changes in the situations.
The model proposed a sequential set of rules
that could help the managers in taking decisions
in different situations.

38. .
The model had 12 contingencies also called as
‘problem attributes’ and 5 alternative leadership
styles.
The Problem Attributes were categorized into
decision-quality and employee acceptance.
1. decision-quality – cost considerations, information
availability, nature of problem structure.
2. employee acceptance – need for commitment,
their prior approval, congruence of their goals

39. PATH GOAL THEORY
.

40. .
This theory was developed by Robert House.
Here the leader provides the necessary support and
guidance to his followers and help them achieve
organizational goals.
Leader defines the individual(or groups) goals and
help them achieve them.
As per the theory – Leaders are accepted by the
subordinates when
They find that the satisfaction of their needs
depend upon their effective performance

41. .
They are provided with guidance
,support, and rewards needed for
effective performance.
Robert House suggested 4 types of
leadership by this model
1. Directive leadership
2. Supportive leadership
3. Participative leadership
4. Achievement-oriented leadership

42. Leadership Styles
.

43. .
1. Authoritarian or
autocratic
2. Participative or
democratic
3. Delegate or Free Reign

44. Authoritarian
(autocratic)
.

45. I want both .of you to. . .
This style is used when leaders tell their
employees what they want to do and how they
want it accomplished, without getting the advice of
their followers.
Some people tend to think of this style as a vehicle
for yelling, using demeaning language, and leading
by threats and abusing their power

46. Participative
(democratic)
.

47. Let's work together to solve this. . .
.
This style involves the leader including one or more
employees in the decision making process (determining
what to do and how to do it). However, the leader
maintains the final decision making authority. Using this
style is not a sign of weakness, rather it is a sign of
strength that your employees will respect. it allows
them to become part of the team and allows you to
make better decisions

48. Delegative
(free reign)
.

49. You two take care of the problem while I go. .
.
the leader allows the employees to make the
decisions. However, the leader is still responsible for
the decisions that are made. This is used when
employees are able to analyze the situation and
determine what needs to be done and how to do it.
You cannot do everything! You must set priorities and
delegate certain tasks.
This is not a style to use so that you can blame others
when things go wrong, rather this is a style to be used
when you fully trust and confidence in the people
below you. Do not be afraid to use it, however, use
it wisely!

50. .
A good leader uses all three styles,
depending on what forces are involved
between the followers, the leader, and the
situation.
Using an authoritarian style on a new
employee who is just learning the job
using a participative style with a team of
workers who know their job
Using a delegative style with a worker
who knows more about the job than

51. 10 Characters
of leaders
.

52. MISSION
.

53. .
Leaders know what their mission is. They
know why the organization exists. A
superior leader has a well thought out
(often written) mission describing the
purpose of the organization. That purpose
need not be esoteric or abstract, but rather
descriptive, clear and understandable.
Every employee should be able to identify
with the mission and strive to achieve it.

54. VISION
.

55. .
Where do you want your organization
to go? A vision needs to be abstract
enough to encourage people to
imagine it but concrete enough for
followers to see it, understand it and
be willing to climb onboard to fulfill it.

56. COMPETENCY
.

57. You must be seen. by your advisors,
stakeholders, employees, and the public as
being an expert in your field or an expert in
leadership. Unless your constituents see
you as highly credentialed--either by
academic degree or with specialized
experience--and capable of leading your
company to success, it will be more
difficult for you to be as respected,
admired, or followed.

58. A STRONG TEAM
.

59. .
Realistically, few executives possess all of
the skills and abilities necessary to
demonstrate total mastery of every
requisite area within the organization. To
complement the areas of weakness, a wise
leader assembles effective teams of
experienced, credentialed, and capable
individuals who can supplement any voids
in the leader's skill set. This ability is what
sets leaders apart from others.

60. COMMUNICATION
SKILLS
.

61. .
It does little good to have a strong mission,
vision, and goals--and even a solid budget--if
the executive cannot easily and effectively
convey his ideas to the stakeholders inside and
outside of the organization. He must regularly
be in touch with key individuals, by email, v-
mail, meetings, or other forms of
correspondence. Of course, the best way to
ensure other people receive and understand the
message is with face-to-face interactions

62. GOAL
.

63. .
How is the organization going to achieve its
mission and vision and how will you measure
your progress? Like a vision, goals need to be
operational; that is specific and measurable. If
your output and results can't be readily
measured, then it will be difficult to know if you
have achieved your purpose. You may have
wasted important resources (time, money,
people, and equipment) pursuing a strategy or
plan without knowing if it truly succeeded.

64. INTERPERSONAL
SKILLS
.

65. .
Successful entrepreneurs are comfortable
relating to other people; they easily create
rapport and are at least more extroverted
than they are introverted. These factors
help leaders seem approachable, likeable,
and comfortable in their position. Those
qualities contribute to staff wanting to
interact with their leader. They also help
motivate employees to do a better job.

66. A "can do, get it
done" attitude
.

67. Nothing builds a picture of success more than
achievement, and achievement is the number
.
one factor that motivates just about everyone
across all cultures. When employees see that
their boss can lead and direct, has a clear vision
and attainable goals, and actually gains results
in a timely manner, then that person's
credibility increases throughout the
organization. Entrepreneurs must modestly
demonstrate their skills to give their
constituents valid reasons to appreciate and
value their efforts.

68. INSPIRATION
.

69. .
Quite often, employees need someone to
look up to for direction, guidance, and
motivation. The entrepreneur needs to be
that person. Hopefully, Human Resources
has hired self-motivated individuals.
Nevertheless, there are times, when many
employees need the boss to inspire them
by word or action. Employees need
someone to look up to, admire, and follow.

70. AMBITION
.

71. Resting on your laurels. is bad for employee
morale and entrepreneurial credibility.
Employees need to be constantly striving
for improvement and success; and they
need to see the same and more in their
leaders. When the boss is seen as someone
who works to attain increasingly higher
goals, employees will be impressed and
more willing to mirror that behavior.

72. Be good leaders…
.

73. Thank you ..
.